The Family Check-Up: A Preventive Intervention for Engaging At-Risk Families in Early ChildhoodDaniel S. Shaw & Thomas Dishion, University of Pittsburgh, and Melvin N. Wilson, University of VirginiaABSTRACT

Integrating Primary and Secondary/Tertiary Prevention with Behavioral Economics Principles in Pediatric Primary CarePamela Morris, New York University, Lisa Gennetian, Brookings Institution, Alan L. Mendelsohn, New York University, Daniel S. Shaw, University of Pittsburgh, and J. Lawrence Aber, New York UniversityABSTRACT

School Reform and Beyond: Developmentally-Sequenced Interventions Across the Transition to SchoolingStephanie Jones, Harvard University, Robin Jacob & Fred Morrison, University of MichiganABSTRACT

Impact of the Teacher Study Group Professional Development Program on Student Vocabulary and Observed Teaching Practice: A Replication in First Grade ClassroomsRussell Gersten, Joseph Dimino, Madhavi Jayanthi, Rebecca Newman-Gonchar, & Mary Jo Taylor, Instructional Research GroupABSTRACT

Collaborative Strategic Reading: Replications with Consideration of the Role of FidelityColleen Reutebuch & Gregory Roberts, University of Texas - AustinABSTRACT

What Do We Know about the Control Condition?Shazia R. Miller, Coby Meyers, & Arie van der Ploeg, American Institutes for Research, and Spyros Konstantopoulos, Michigan State UniversityABSTRACT

Making Sense of Unanticipated Results: Instructional Differentiation and the Indiana Diagnostic Assessment StudyRyan Williams, University of Memphis, and Andrew Swanlund, American Institutes for ResearchABSTRACT

Using Observed Characteristics to Resolve Differences in Impact Estimates in an RCT Replication StudyJared Eno, American Institutes for Research, Ryan Williams, University of Memphis, Kelly Hallberg & Andrew Swanlund, American Institutes for ResearchABSTRACT

Working with Teachers to Adapt an Evidence-Based Intervention for Children with AutismAubyn Stahmer, Sarah Reed, & Jessica Suhrheinrich, Rady Children's Hospital - San Diego, and Laura Schreibman, University of California - San DiegoABSTRACTSLIDES

Using Longitudinal and Momentary Analysis to Study Job Stress in Middle School TeachersTeresa McIntyre, University of Houston, Scott McIntyre, University of Houston - Clear Lake, Chris Barr, David Francis, Paras Mehta, & Angelia Durand, University of Houston

1E. Transitions for Youth SymposiumCan At-Risk Students Get Back on Track? Results from a Rigorous Study of Online and F2F Algebra for Credit RecoveryGallery 1 - Park Hyatt Hotel, Ballroom Level

With A Little Help From My Friends: Investigating The Impact Of Summer Peer Mentoring On Timely Postsecondary Attainment Among College-Intending High School GraduatesBenjamin Castleman & Lindsay Page, Harvard UniversityABSTRACT

How Late Is Too Late? The Influence of Summer Outreach on FAFSA Completion and College Enrollment for the Uncommitted High School GraduateLaura Owen, Johns Hopkins University, Eric Bettinger, Stanford University, Bridget Terry Long, Harvard University, and Phil Oreopoulos, University of TorontoABSTRACT

Do Public Universities Give Admissions Preferences to Males When Faced with Large Increases in Their Female Enrollments? Evidence from the Texas Top 10% PlanDylan Conger, George Washington University, and Lisa Dickson, University of Maryland

Color-Blind Affirmative Action and Student QualityBen Backes, American Institutes for Research, and Kate Antonovics, University of California - San DiegoABSTRACT

Changes in Levels of Affirmative Action in College Admission in Response to Statewide Bans and Judicial RulingsMark C. Long & Grant H. Blume, University of WashingtonABSTRACTSLIDES

The Effects of Research-Based Curriculum Materials and Curriculum-Based Professional Development on High School Science Achievement: Results of a Cluster-Randomized TrialJoseph Taylor, Susan Kowalski, Stephen Getty, Christopher Wilson, & Janet Carlson, BSCSABSTRACT

Design Experiments: Developing and Testing an Intervention for Elementary School-Age Students Who Use Non-Mainstream American English DialectsShurita Thomas-Tate, Missouri State University, Carol Connor, Arizona State University, and Lakeisha Johnson, Florida State UniversityABSTRACT

Mapping Pathways to College: An In-Depth Examination of College Readiness in New York CityVanessa Coca, Michael Segeritz, & Dyuti Bhattacharya, New York UniversityABSTRACT

Is Traditional College Aid Too Little, Too Late? Impacts on High School Outcomes from a Cluster Randomized Trial of an Early College Scholarship for Low-Income StudentsDouglas N. Harris, Tulane UniversityABSTRACT

Does Upward Bound Have an Effect on Student Educational Outcomes? A Re-Analysis of the Horizons Randomized Control Trial StudyAlan B. Nathan, University of Wisconsin - Madison, and Douglas N. Harris, Tulane UniversityABSTRACTSLIDES

Equality of Educational Opportunity in the 21st Century: Revisiting the Conclusions of the Coleman ReportJennifer Jennings, New York University, David Deming, Christopher Jencks, & Maya Lopuch, Harvard UniversityABSTRACT

The Development of an Early Identification and Intervention System in the Milwaukee Public SchoolsSun Young Yoon & Curtis Jones, University of Wisconsin - Madison, and Marc Sanders, Milwaukee Public Schools

Use of a C-SITS Approach to Estimating the Impact of the Receipt of a Teacher Recruitment Incentive Grant on an IHE's Production of Certified STEM Teachers - Problems and SolutionsEllen Bobronnikov & Cristofer S. Price, Abt AssociatesABSTRACTSLIDES

A Novel Approach to Policy and Implementation Analysis: Using Experimental Data and Multilevel Modeling to Evaluate Education InterventionsTyler Scott & Grant Blume, University of Washington, and Maureen Pirog, Indiana University

School Effectiveness and Multiple Outcomes of Schooling: Some Findings Regarding School Consistency across Subjects in ItalyDaniele Vidoni, INVALSI, Maria Magdalena Isac, European Commission, and Valentina Rastelli, INVALSIAssessing the Effectiveness of Education Programs in Italy: the Cases of ICT Additional Availability and of Teacher Training in Mathematics and ItalianDaniele Checchi, University of Milan, and Daniele Vidoni, INVALSI

Do Emotional Support and Classroom Organization Earlier in the Year Set the Stage for Higher Quality Instruction?Timothy Curby, George Mason University, Sara E. Rimm-Kaufman, University of Virginia, and Tashia Abry, Arizona State UniversityABSTRACTPOSTER

The Development of Self-Regulation Skills in Early Care and Education Contexts Over TimeSandra Soliday Hong, University of North Carolina - Chapel HillPOSTER

Do Highly Qualified Teachers Use More Effective Instructional Practices Than Other Teachers: The Mediating Effect of Instructional PracticesSo Jung Park, University of Wisconsin - MadisonABSTRACTPOSTER

Fidelity and Scaling-Up in the Context of a Social-Emotional Intervention for Early Childhood EducationNatalia Rojas, Chrishana M. Lloyd, & Shira Mattera, MDRCABSTRACTPOSTER

Context, Perspective, and Fidelity of Implementation: What Does Coaching Support Look Like for Teachers Implementing the Responsive Classroom Approach?Carol L. C. Paxton, University of Virginia, Shannon B. Wanless, University of Pittsburgh, and Sara E. Rimm-Kaufman, University of VirginiaABSTRACTPOSTER

The Impacts of an Integrated Community Development Program in Southern Ethiopia - A Propensity Score AnalysisNing Rui, WestatABSTRACTPOSTER

Preliminary Findings from an Efficacy Study of a Distributed Leadership Model of School OrganizationKathryn Borman, Scott Patrick Murphy, Joseph LoSasso, & Lea Schlanger, University of South FloridaABSTRACTPOSTER

How Professional Development Can Do Better for Teachers, and Who Needs It? The Implications from Hierarchical Logistic Regression Analysis and Latent Class AnalysisChi Chang & Bing Tong, Michigan State UniversityPOSTER

Understanding Impact Variation in Family Rewards: The Role of Schools and Neighborhoods on a Conditional Cash Transfer ProgramSharon Wolf & J. Lawrence Aber, New York UniversityABSTRACTPOSTER

Tracking and Student Achievement: The Role of Instruction as a MediatorRebecca Schmidt, Vanderbilt UniversityABSTRACTPOSTER

How Generalizable Is Your Experiment? Developing an Index for Comparing Samples and PopulationsElizabeth Tipton, Columbia UniversityABSTRACTPOSTER

4:30 PM - 6:00 PM: Career Forum
Fairmont Hotel, Ballroom Level & Floor 3The Career Forum provides an opportunity for individuals to meet with leading research firms. Each firm will host an informational session and identify career forum participants for initial screening interviews. The sponsors of the Career Forum will host a reception at the Park Hyatt on Friday evening.

Sustainability of Fidelity of Implementation Over Time, in the Context of a Prekindergarten Mathematics Curriculum and Professional Development Scale-Up InterventionChristopher Wolfe, Indiana University - Kokomo, Douglas Clements & Julie Sarama, University of Denver, and Mary Elaine Spitler, University at BuffaloABSTRACT

The Relation between Intervention Dose and Preschool Teacher-Child Interactions in the Context of a Web-Mediated Coaching ModelSonia Q. Cabell, Robert C. Pianta, & Jamie DeCoster, University of Virginia

Rich Lambert, University of North CarolinaJoe Gagnon, University of Florida

6C. Instructional Improvement SymposiumThe Impact of Two Intelligent Tutoring Systems on Student Performance in Middle School Mathematics and High School ChemistrySulgrave - Fairmont Hotel, Floor 3

Organizer: Steve Schneider, WestEd

The Theory and Development of the Quantum High School Chemistry Tutor InterventionBenny Johnson, Quantum SimulationsSLIDES

Results of the Efficacy Study on the Impact of Quantum Chemistry Tutors on High School Chemistry StudentsTed Britton, Weiling Li, & Steve Schneider, WestEdThe Theory and Development of the AnimalWatch Middle School Mathematics InterventionCarole Beal, University of ArizonaSLIDES

6D. School Climate and Culture SymposiumParts of the Whole: Using Parent, Student, and Teacher Voices to Understand School ClimateCulpeper - Fairmont Hotel, Ballroom Level

Organizer: Lori Nathanson, Research Alliance for New York City Schools

School Climate and Obesity: Examining the Link between Students' Perception of School Environment and Predict BMIChristopher C. Weiss, New York University, and Rhiannon N. Miller, MDRCPerceptions of Safety: Parent, Teacher & Student Responses to Questions about School Safety in the New York City School SurveyChristine Baker-Smith, New York UniversityAssessing Teacher Survey Validity across Elementary, Middle, and High Schools: Evidence from New York CityMeghan McCormick, New York University, and Lori Nathanson, Research Alliance for New York City SchoolsSLIDES

The Impact of the Early College High School Model on Students' Post-Secondary EnrollmentJulie Edmunds, University of North Carolina - Greensboro, Fatih Unlu, Abt Associates, Elizabeth Glennie & Lawrence Bernstein, RTI International, and Arthur Smith, Abt Associates

Impact Evaluation of the Early College High School InitiativeAndrea Berger, Lori Turk-Bicakci, Mengli Song, Krissy Zeiser, Clarisse Haxton, Joel Knudson, & Gur Hoshen, American Institutes for Research

The Challenge of Senior Year in Chicago Public Schools: A Mixed-Methods Study of Coursetaking and Its Effects on College OutcomesThomas Kelley-Kemple, Eliza Moeller, & Melissa Roderick, Consortium on Chicago School ResearchABSTRACT

Methods for Investigating the Role of Program Quality in Determining Head Start's Impact on Child DevelopmentLaura R. Peck & Stephen H. Bell, Abt AssociatesABSTRACTSLIDES

Methods That Examine the Extent to Which the Quality of Children's Experiences in Elementary School Moderate the Long-Term Impacts of Head StartAndrew J. Mashburn, Portland State University, and Jason T. Downer, University of VirginiaABSTRACT